Year 8 student Tom worked through algebraic techniques such as expanding and simplifying by factorising expressions, along with revision of indices and powers of zero.

Meanwhile, Year 9 student Olivia focused on coordinate geometry by finding gradients between points and revising congruency proofs using triangles.

For Year 10, Ethan completed lessons on surds—including rationalising denominators—and practiced applying index laws to simplify complex expressions.

In Year 3 and 4 maths, some students often relied on mental calculations rather than writing out working; as one tutor observed, "he needs to practice doing his working out on paper rather than in his head." This habit made it harder to catch small errors with fractions and perimeter.

By Year 7, a pattern emerged: homework was sometimes incomplete or rushed, limiting feedback opportunities—"I would like to see his homework completed with more effort… there were quite a few errors that could have been due to lack of understanding or rushing."

In senior years (Year 10/11), confidence issues became pronounced during multi-step algebra and trigonometry problems. Students hesitated when unfamiliar questions arose, doubting their abilities even after correct answers. This hesitation led to missed marks under exam pressure, especially when layout was messy or shortcuts were taken in working—forcing time-consuming backtracking mid-test.

A tutor in Regents Park noticed a Year 10 student who used to rush through algebra now taking extra care with each step—he's started writing out his full working and catching mistakes himself.

Another high schooler recently surprised herself by walking the tutor through a challenging probability problem aloud, a big change from her earlier hesitation to explain her thinking.

In primary, one student who always guessed at perimeter questions was able to calculate the perimeter independently for the first time this week.